<p>This thesis examines how pupils in the upper level of compulsory school learn about environmental issues and related theoretical concepts in an instruction employing an investigative approach and thematically organised content. The results of the study give reason to question some central arguments supporting these designs of instruction. Additionally, and primarily, these results contribute to research on concept formation. An understanding of pupils’ difficulties in learning theoretical concepts as a problem of contextualization is derived, representing an alternative to the influential view in which pupils’ difficulties are seen as a problem of conceptual change.</p><p>Three case studies carried out within the pupils’ regular instruction are presented. The empirical material consists of recorded conversations, observational notes and the pupils’ own written material.</p><p>The first study shows that the pupils experience difficulty in distinguishing among the different meanings attached to individual concepts in various conceptual contexts. This implies that pupils are often unable to identify the meaning relevant to the specific environmental problem on which they are working. The second study shows that the pupils do not make the connection between theoretical concepts and practical activities, as intended in instruction. Instead, they interpret the concepts within separate practical contexts, i.e. interpretative contexts other than the theoretical contexts. Finally, the third study demonstrates that the context for a pupil’s investigation changes as the pupil’s values concerning the environmental issues are brought to the fore. Thus, the outcome indicates that contextualization is a main factor in pupils’ learning of theoretical concepts. It is shown that the pupils’ understanding of theoretical concepts is dependent on their contextualizations of these concepts, both with regard to different conceptual contexts and with regard to different levels within a context. It is also demonstrated that emotions play a part in pupils’ learning by determining into which context pupils choose to enter.</p>

This thesis examines how pupils in the upper level of compulsory school learn about environmental issues and related theoretical concepts in an instruction employing an investigative approach and thematically organised content. The results of the study give reason to question some central arguments supporting these designs of instruction. Additionally, and primarily, these results contribute to research on concept formation. An understanding of pupils’ difficulties in learning theoretical concepts as a problem of contextualization is derived, representing an alternative to the influential view in which pupils’ difficulties are seen as a problem of conceptual change. Three case studies carried out within the pupils’ regular instruction are presented. The empirical material consists of recorded conversations, observational notes and the pupils’ own written material. The first study shows that the pupils experience difficulty in distinguishing among the different meanings attached to individual concepts in various conceptual contexts. This implies that pupils are often unable to identify the meaning relevant to the specific environmental problem on which they are working. The second study shows that the pupils do not make the connection between theoretical concepts and practical activities, as intended in instruction. Instead, they interpret the concepts within separate practical contexts, i.e. interpretative contexts other than the theoretical contexts. Finally, the third study demonstrates that the context for a pupil’s investigation changes as the pupil’s values concerning the environmental issues are brought to the fore. Thus, the outcome indicates that contextualization is a main factor in pupils’ learning of theoretical concepts. It is shown that the pupils’ understanding of theoretical concepts is dependent on their contextualizations of these concepts, both with regard to different conceptual contexts and with regard to different levels within a context. It is also demonstrated that emotions play a part in pupils’ learning by determining into which context pupils choose to enter.

Cette thèse traite de la formation des enseignants. Les métiers de la maintenance dans le contexte gabonais s'organisent sur une importante diversité de pratiques professionnelles. Elle apprécie la posture adoptée à l'égard de cette diversité par des élèves professeurs de l'ENSET et l'incidence de la formation sur leur évolution. L'objectif est la modification du rapport aux savoirs des enseignants. L'étude présente l'analyse comparative de l'activité de deux groupes préalablement soumis à des approches pédagogiques différentes. Elle s'est intéressée au calage statique de l'allumage. Soumis au même questionnaire, au pré test et au post test, et à un entretien semi directif, les productions ont subi une analyse qualitative de contenu portée sur la maitrise des concepts, la construction des gestes et l'adaptabilité à l'évolution technologique. Les résultats montrent de meilleurs pré requis du groupe témoin au pré test ; une meilleure acquisition des concepts du groupe expérimental au post test ; une bonne efficacité d'ensemble lors du calage de l'allumage classique ; un bon transfert de connaissances du groupe expérimental lors du changement de technologie et une meilleure conceptualisation de la situation du groupe expérimental lors des verbatim. Cette thèse pose que l'identification de concepts clés et leur mise en perspective dans des situations professionnelles représentatives de la diversité, est une solution possible pour organiser ces formations. Elle postule que la connaissance du principe, associée à l'acquisition des compétences relatives aux technologies, est susceptible de faciliter l'adaptation à l'emploi des élèves ainsi formés. / This thesis deals with the training of teachers. In the context of Gabonese maintenance trades are organised on a large variety of professional practices. Appreciates posture adopted this diversity by professors of the ENSET students and the impact of the training on their evolution. The goal is the change in the knowledge of teachers. The study presents the comparative analysis of the activity of two groups previously subject to different educational approaches. She is interested in the static ignition timing. Submitted to the same questionnaire, the pre test and post test, and a semi directive interview, productions have undergone a qualitative analysis of content on mastery of concepts, the construction of the gestures and adaptability to technological change. The results show best prerequisites of the witness to the pre test group; a better acquisition of concepts in the experimental group the test post; a good overall efficiency during the classical ignition timing; a good transfer of knowledge in the experimental group during the change in technology and a better conceptualization of the situation of the experimental group when the verbatim. This thesis is that the identification of key concepts and putting them in perspective in professional situations representative of diversity, is a possible solution for these courses. It postulates that the knowledge of the principle, associated with the acquisition of skills in technology, is capable of adapting to the use of the trained students.

Made available in DSpace on 2016-07-27T13:54:31Z (GMT). No. of bitstreams: 1 Isa Maria Braga.pdf: 631892 bytes, checksum: 1780821dc052f10dbcf1cdb2ecd596bd (MD5) Previous issue date: 2009-09-10 / The present study had the purpose to search elements to better understand the unsatisfactory results of incidence in learning of reading and writing in literacy classes in the municipality of Goiânia, Goiás, despite the investments made in elementary teachers training and improving the functioning of schools. The investigation primarily consisted the analysis of responses from elementary teachers linked to the municipal education system, given in open questionnaire, seeking to learn their thinking about their own theoretical concepts and practices in relation to literacy. also used for analysis, the study of pedagogical proposals of the Municipal Education Department and some interviews with some teachers. Although, the research general objective was to capture the look of the elementary teachers by identifying and analyzing their theoretical and methodological conceptions appropriation of literacy as widespread in the official proposals, and his own vision for their room class practice. The results analysis, points out the adaptation in education proposals of MED difficulties of elementary teachers, on the other hand, would not be contributing to such ownership that occurs because of a theoretical eclecticism certain and weak linkage between theory and practice. Besides, there are initial training and continuing education programs indications of the teachers would not reflecting favorably on their actions in the classroom. / A presente pesquisa teve por finalidade buscar elementos para compreender melhor a incidência de resultados insatisfatórios na aprendizagem da leitura e da escrita em classes de alfabetização no município de Goiânia (GO), a despeito dos investimentos feitos na formação de professores e na melhoria do funcionamento das escolas. A investigação consistiu, principalmente, da análise de respostas de professoras alfabetizadoras vinculadas à Rede Municipal de Educação, dadas em questionário aberto, visando conhecer seu pensamento sobre as suas próprias concepções teóricas e suas práticas em relação à alfabetização. Foram, também, utilizadas para análise, o estudo de propostas pedagógicas da Secretaria Municipal de Educação e entrevistas feitas com algumas professoras. Desse modo, o objetivo geral da pesquisa foi captar o olhar das professoras alfabetizadoras por meio da identificação e análise de suas apropriações das concepções teóricas e metodológicas da alfabetização, tal como difundidas nas propostas oficiais, e de sua própria visão sobre suas práticas em sala de aula. A análise dos resultados aponta dificuldades das professoras em se apropriar das propostas pedagógicas da SME que, por sua vez, não estariam contribuindo para que ocorra essa apropriação, devido a certo ecletismo teórico e pouca vinculação da teoria com a prática. Além disso, há indícios de que a formação inicial e os programas de formação continuada das professoras não estariam repercutindo favoravelmente em suas ações na sala de aula.

This essay proposes a conception of the general jurisprudence as a conceptual analysis aiming at inquiring the fundamental theoretical concepts of a given legal system. The author clarifies her proposal by analysing its key-terms, and, in particular, by explaining what should be the object of the general jurisprudence, in which sense it should be said “general”, what should be its methods, its epistemic status and its relations with related disciplines. / En este ensayo, la autora propone una concepción de la teoría general del derecho como análisis de los conceptos teóricos fundamentales de un ordenamiento jurídico. Tal concepción, que no se pretende exclusiva, si no que bien puede convivir con enfoques diferentes y diferentes modos de entender la disciplina, está articulada por medio de un análisis del significado atribuido a sus términos-clave, mediante el cual se intenta mostrar cómo ésta conciba al objeto de la teoría general del derecho, su carácter de generalidad, su estatus epistemológico y sus relaciones con las disciplinas afines.

The concept of the study of transport geography is not uniform. The aim of the diploma thesis is to evaluate and characterize development of research topics, main paradigms, concepts and research methods of transport geography since its establishment as an independent discipline, furthermore, to define new research methods. In ´90s the geography turns to mobility, to the one of the main concept of transport geography. Mobility has always been at the centre of an interest of transport geography, however, its conception and the approach to mobility has been changed throughout the time, as well as conception of accessibility. Research topics of transport geography have been significantly changed in last decades. Geographical research shifts from one-sided focus on the transport and transport system to the more various and more specific relationship where a man and his perception of space and movement plays the main part.

Made available in DSpace on 2016-08-17T13:54:29Z (GMT). No. of bitstreams: 1 Dissertacao Jhonatan.pdf: 1407881 bytes, checksum: 3e9cd216cb33fd4d1ac8250e3989b3e5 (MD5) Previous issue date: 2012-07-31 / This thesis, entitled Public and educational planning in Brazil: an analysis of the relationship between planning and education, is part of the research line State and Education Management. In this paper, we analyze the relationship between the concepts of planning and education found within selected works of authors who dealt directly with public planning in general and particularly educational planning. The theoretical framework adopted in this analysis was the historical and dialectical materialism, which comes from the dialogue with the Marxian production and the Marxist tradition. The methodological categories were the historicity of social processes, contradiction, mediation and totality. The study categories that emerged from the process of formation and saturation of the object were planning, educational planning, State, development and education. The methodological procedures comprised literature review and documentary analysis, by reading and book reporting, outlining the central thesis of each author, and identifying their theoretical framework and its relations with the object of our study. As results, we observed that the existing classifications concerning traditional normative planning, strategic situational planning, total quality management, strategic planning and participative planning fail to capture the relationships present in the theoretical concepts identified. Given this, we propose as criteria for the organization of theoretical concepts, the position in relation to the capitalist mode of production and the position concerning the role assigned to education. Regarding the first criterion, we identified reformist conceptions (technicist and politicist ones) and progressive conceptions. Concerning the second criterion, we identified egalitarian, utilitarian, concessionist, productivist and autonomist conceptions. We understand also that there is the prevalence of reformist and productivist conceptions in the history of and public educational planning in Brazil as an option of the elites controlling the power. We understand that the main contribution of this work by proposing this new organization of the theoretical concepts of public educational planning is to make explicit the need to break with the prevailing conceptions and build another project as a theory-and-practice, effectively democratic, that can contribute to ensure a public, state, free, secular and of socially relevant quality education. / A presente dissertação, intitulada Planejamento público e educacional no Brasil: uma análise das relações entre planejamento e educação situa-se na linha de pesquisa, Estado e Gestão Educacional. Nela pesquisamos as relações entre planejamento e educação estabelecidas no âmbito das obras de autores selecionados que versaram diretamente sobre planejamento público em geral e planejamento educacional em particular. O referencial teórico que fundamentou nossa análise foi o materialismo histórico-dialético, a partir do diálogo com a produção marxiana e a tradição marxista. As categorias metodológicas foram a historicidade dos processos sociais, a contradição, a mediação e a totalidade. As categorias de estudo que emergiram do processo de constituição e saturação do objeto foram planejamento, planejamento educacional, Estado, desenvolvimento e educação. Os procedimentos metodológicos implicaram na revisão de literatura e análise documental, consistindo na leitura e fichamento, explicitação das teses centrais de cada autor, identificação de sua fundamentação teórica e suas relações com nosso objeto de estudo. Enquanto resultados, observamos que as classificações existentes de planejamento tradicional-normativo, planejamento estratégico-situacional, gerenciamento da qualidade total, planejamento estratégico e planejamento participativo não apreendem as relações presentes nas concepções teóricas identificadas. Em face disso, propomos como critérios para organização das concepções teóricas, o posicionamento em relação ao modo de produção capitalista e o posicionamento quanto ao papel atribuído à educação. Quanto ao primeiro critério identificamos concepções reformistas (tecnicistas e politicistas) e progressistas. Quanto ao segundo critério identificamos concepções igualitaristas, utilitaristas, concessionistas, produtivistas e autonomistas. Compreendemos ainda que ocorre uma prevalência das concepções reformistas e produtivistas na história do planejamento público e educacional no Brasil enquanto opção das elites dirigentes. Entendemos que a principal contribuição do presente trabalho ao propor essa nova organização das concepções teóricas de planejamento público e educacional é explicitar a necessidade de romper com as concepções prevalentes e construir outro planejamento enquanto teoria-e-prática, efetivamente democrático, que possa colaborar para a garantia de uma educação pública estatal, gratuita, laica e de qualidade socialmente referenciada.

The objective of this thesis is to analyze logistics processes of company Verana, s.r.o. both from the cost and feasibility perspective and using this analysis, the thesis investigates the possibility of outsourcing logistics by using a third party, that is a logistics company. Both advantages and disadvantages are addressed and compared to the current state of logistics system in the company.

Made available in DSpace on 2014-12-17T15:07:10Z (GMT). No. of bitstreams: 1 ElzaMSAA_DISSERT.pdf: 1423297 bytes, checksum: 18074795f024e1a2eba513c710426efd (MD5) Previous issue date: 2013-12-05 / Universidade Federal do Rio Grande do Norte / Esta pesquisa parte de reflex?es desenvolvidas no interior do Grupo de Pesquisa do Texto e do Discurso GETED do Departamento de Letras da Universidade Federal do Rio Grande do Norte (UFRN) e insere-se no campo da Teoria da Enuncia??o. Refletimos sobre a produ??o escrita no ensino superior, mais especificamente, tomando como objeto de an?lise as formas reflexivas da l?ngua utilizadas na escrita de disserta??es de mestrado. Centramos este estudo nos pressupostos te?ricos de Authier-Revuz (1998, 2004), no que se refere ? heterogeneidade enunciativa e nos seus exteriores te?ricos. Nesse sentido, fizemos um recorte no corpus, inicialmente constitu?do por 8 (oito) disserta??es de mestrado e selecionamos 4 (quatro) defendidas nos anos de 1979, 1989, 2000 e 2011, para representar o que pretendemos analisar. Essas disserta??es foram selecionadas do acervo da Faculdade de Filosofia, Letras e Ci?ncias Humanas USP e dos programas de P?s-Gradua??o, dispon?veis no Portal Dom?nio P?blico CAPES. Nosso intuito ? analisar marcas da modaliza??o auton?mica na utiliza??o e apropria??o do discurso outro sobre os conceitos de varia??o e de mudan?a na escrita dos pesquisadores em forma??o. Para tanto, empregamos o termo utiliza??o com o sentido de fazer uso do discurso do outro na escrita do trabalho de pesquisa e relacionamos ao conjunto de formas marcadas, que tem na cadeia discursiva um estatuto outro que justifica a auton?mia. J? o termo apropria??o , usamos com o sentido de tomar como seu, uma vez que no processo de modaliza??o do discurso, o enunciador se vale de palavras porosas, ou seja, palavras que aparecem no discurso de um, carregadas do discurso do outro. Buscamos responder ? seguinte quest?o: quais as marcas de utiliza??o e de apropria??o do discurso do outro na escrita do pesquisador em forma??o? Dessa forma, temos como objetivos: a) verificar, no corpus selecionado, como o discurso sobre os conceitos de varia??o e de mudan?a s?o utilizados na escrita das quatro disserta??es j? mencionadas; b) analisar como o pesquisador em forma??o mostra, em sua escrita, os diferentes modos de se apropriar desses conceitos. Por meio da an?lise, foi poss?vel observar que quando o pesquisador se utiliza dos conceitos, a escrita se apresenta marcada por estrat?gias lingu?sticas que demonstram o discurso do pesquisador se constituindo a partir da teoria e do objeto investigado. E, na apropria??o, esse processo se apresenta de duas formas: como processo dial?gico e como processo reflexivo. No primeiro, tem-se a constitui??o do discurso do pesquisador se realizando, como forma de di?logo entre os interlocutores, e no segundo como forma de reflex?o, realizada por meio de um coment?rio, de uma metaenuncia??o . Nessa ?ltima, o pesquisador pode ou n?o transmudar seu discurso. Acreditamos, portanto, haver tr?s processos de escrita: aquela traduz algo j? dito, aquela que experimenta algo j? dito e aquela que transmuda - que produz um novo, que cria, que inventaria

The aim of this diploma thesis is to assess the post-crisis development of the hedge fund regulation both in the EU and in the United States as well as to outline the regulátory trends in this area. The fist part of the thesis is dedicated to the explanation of the term hedge fund by comparing it with a mutual fund, venture capital fund and a private equity fund. In the second part of the thesis I captured an overview of hedge fund strategies and their classification. The third chapter deals with various possible regulatory approaches including their impact. In this part I also describe in detail the development of the hedge fund regulation in the United States since the thirties of the last centure up to now. Part of the thesis dedicated to the EU focuses on understanding the requirements set by Alternative Investment Fund Directive and its implementation in the individual national legislations. Finally, a comparison of the individual requirements is provided and supplemented with my own findings.